Effects of an Inquiry-based Learning Environment on Students’ Achievement for Machine Design I Course

Abstract

The purposes of this study were: 1) to investigate the effects of using an inquiry-based learning environment on the undergraduate mechanical technology students’ achievements at Faculty of Industrial Technology, Nakhon Si Thammarat Rajabhat University in failure theories of 5592103 Machine Design I course compared to traditional lectures; and 2) to survey students’ attitudes in this study. The sample was selected for this study: an experimental group composed of 18 students; and a control group composed of 16 students in the semester 1/2013 at the Mechanical Technology Program, Faculty of Industrial Technology, Nakhon Si Thammarat Rajabhat University. The one-group pre-test and post-test was employed in this study. Students in the experimental group taught with an inquiry-based learning environment, while the students in the control group received lecture-based direct instruction. The instrumentation consisted of 35-items pre-test and post-test were assessed by an objective test developed by the researcher. The attitude was collected by a questionnaire by using the five rating scales for both groups. Data were analyzed by means, standard deviation and t-test independent. The results showed that the t-test did not provide sufficient evidence for a difference for 3 categories in the failure theories learning achievement. The attitude item appeared on the students’ were obtained highest scores in cognitive domain and knowledge applications. Moreover, students in the experimental group showed greater scores toward learning in failure theories compared to those in the control group whom often showed lack of interest and challenges. Thus, students’ comments during lessons and tests were more accurate and advanced in the experimental group as they engage more in an inquirybased learning environment.